Abstract

CONTEXTUAL APPLICATION OF PYTHAGORAS` THEOREM IN TEACHING GEOMETRY IN SENIOR SECONDARY SCHOOL ONEIN RIVERS STATE

Onyeka,E.C. and Charles-Ogan, G.I. (Ph.D)

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Abstract The study investigated the application of Pythagoras` theorem contextually in teaching geometry in senior secondary school one. The research design adopted for the study was quasi-experimental. Intact classes of (210) SS1 students formed the sample of the study using a simple random sampling technique. Four research questions were answered and three null hypotheses were posited and tested at 0.05 level of confidence. The research instrument used for the study was Mathematics Achievement Test (MAT). Using a test-retest method with Pearson Product Moment Correlation, reliability coefficient 0.78 was obtained. The instrument was administered and the data obtained were analyzed using the mean, percentage, standard deviation and Analysis of Covariance (ANCOVA). The findings revealed that students taught Pythagoras theorem contextually (experimental group) performed better than those taught using the lecture method (control group), male students in the experimental group performed better than their female counterparts. Science students of the experimental group performed better than their Art counterpart. The study also revealed that the science students in the control group performed better than their Arts counterpart. Based on the findings, the study recommended that Mathematics teachers should ensure that there is active participation of students when teaching geometry using contextual application. Mathematics teachers should encourage classroom interaction involving both male and female students in the study of mathematics. Also, conferences and workshops should be organized for Mathematics teachers on the use of contextual application in teaching and learning of Mathematics. Key words: Contextual application, Pythagoras` theorem, geometry, senior secondary school

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